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Why do you think the native people of Easter Island went extinct? http://easterisland.files.wordpress.com/2006/11/map1.jpg http://www.rapa-nui.org/projects_files/NASA_Satellite1.jpg http://www.mattnortham.com/blog/wp-content/images/2007/01/easter-island.jpg
Ecology and the EnvironmentConcept Presentation EAQ2020Y-Y-60 Ian Hazlewood
Ministry Expectations There are Ministry expectations related to ecology and the environment throughout every grade: Starting in grade 1 with a unit on the needs and characteristics of living things (1.1, 1.2, 2.2, 2.4, 3.1, 3.4-3.7) all the way through Grade 12 Expectations in Biology (C1.1, 2.3, 3.2, 3.4, E1.2, F1.2, 2.2, 3.1, 3.2, 3.4, 3.5), Chemistry (B1.1, 1.2, C1.2, D1.1, 1.2, E1.1, 1.2) and Earth Science (F1.3, 2.2, 3.6)
The Joys of Teaching Ecology • It’s a huge complicated topic • Labs take a long time • We should still strive to hold to scientific process
Common Difficulties Students tend to notice the differences between animals and plants, but fail to recognize the similarities and thus their interdependence Most ecology is presented in an abstract method (textbooks and charts), making it hard for students to fully understand, especially those born in urban areas
Presentation Focus Expectations B 3.2Describe the complimentary processes of cellular respiration and photosynthesis with respect to the flow of energy and the cycling of matter within ecosystems, and explain how human activities can disrupt the balance achieved by these processes. B 3.4Identify the earth’s four spheres, and describe the relationship that must exist between these spheres if diversity and sustainability are to be maintained.
Misconceptions related to food chains and pyramids • food webs are interpreted as simple food chains • organisms higher in a food web eat everything that is lower in the web • the top of a food chain has the most energy because it accumulates up the chain • populations higher on a food web increase in number, because they deplete those lower in the web
Evaluation • “Flow maps and content analysis may be used to identify connections of knowledge.” Bischhoff, Paul J.; Anderson, O.R. School Science and Mathematics; v98 n5 p228-37 May 1998. http://www.coolantarctica.com/Antarctica%20fact%20file/wildlife/whales/_derived/food%20web.htm_txt_whales1.gif http://www.coolantarctica.com/Antarctica%20fact%20file/wildlife/whales/foodweb.gif
Flow Activity http://www.starsandseas.com/SAS_Images/SAS_ecol_images/SAS_ecol_physical/Water_Cycle-4.jpg http://www.starsandseas.com/SAS_Images/SAS_ecol_images/SAS_ecol_physical/cycle_carbon_4.jpg http://www.starsandseas.com/SAS_Images/SAS_ecol_images/SAS_ecol_physical/Nitrogen_Cycle-4.jpg http://www.starsandseas.com/SAS_Images/SAS_ecol_images/SAS_ecol_physical/Cycle_Phosphorus_2.jpg
Activity Instructions • Divide class into groups. • Each group represents a different nutrient cycle, with different individuals representing different sections of the cycle. • Students pass the balls around by announcing the process that is occurring and passing the ball to the appropriate area. • After mastery in their own cycle, join multiple cycles together. Have individual groups demonstrate their cycle to the class, then try passing all materials at once.
Evaluation • Concept maps (visual learners) • A journal telling of the path a particular nutrient followed, the things it met, the things it did, etc… (literary learners) • A radio/television broadcast following a day in the life of a particular nutrient (oral learners) • Etc…
Next Steps • We can introduce the idea of the different pyramids to show how much energy/material is being transferred from level to level. • What happens when parts of the web start disappearing? (Limiting Factors) • What else can passed along the food chains? (Bioaccumulation)
Societal Implications • Over fishing • Deforestation • Pollution • Bioaccumulation • Climate Change